A r c h i v e d  I n f o r m a t i o n

Figure 3: Employer Initiatives, Key Program Management Steps, and Allocated Resources United Technologies Corporation (UT) Program The Life Choices Program provides resource and referral services from preschool through Grade 12 in areas such as child care, parenting, summer camps, college, and a homework hotline. Steps Identified and tracked usage of existing channels of communication: corporate publications, the Audio Journal program, the company's intranet (both at headquarters and divisions), and e-mail. Developed additional options to disseminate information about program: brochures, posters, videotape, etc. Formed diversity councils and workshops to support program. Monitored communications tools; data showed that UT more than doubled the usage of the Life Choices Program. Resources Allocated Financial Staff John Hancock Financial Services Program The New Boston Compact is an educational reform effort developed through a citywide collaboration with the Boston Public Schools, John Hancock Financial Services, Federal Reserve Bank, BankBoston, Liberty Mutual, the New England, and other business, government, and civic stakeholders. Components include Federal School-to-Career System (K-16+), College Success and School-to-Career, Alternative Education Alliance, and Pilot Schools (in-district charter schools). Steps 1994 Voluntarily signed Boston Compact III agreement with a five-year expiration. Established goals and objectives to: increase student access to higher education; develop innovative programs, comprehensive curricula, training, and professional development; and provide support for families and learning centers. 1996 Added components: 21st Century Schools (Annenberg Challenge), law enforcement initiative, and One-Stop Career Centers. Passed an appointed school board referendum. Established collaborative governance with broad stakeholder representation and a core leadership of business/education that has convening authority related to policy, allocations, and measurement. Expanded staffing. Created built-in evaluation of system benchmarks (school change and workplace restructuring); participation levels (of students and employees); and student success (academic, workplace, and career). Set policies concerning students, reform expectations (career, classroom, applied and active learning, career pathways), standards (academic and occupational), and competencies expected. Determined worksite learning hours/levels. Established evaluation process. Completed evaluation and implementation of yearly report. Reviewed and revised ongoing program based on outcomes. Resources Allocated Time Financial Printing/photography/ visual support Marketing/PR consultation Classroom space for workshops and meetings Host graduation ceremonies for two elementary schools Host annual Private Industry Council Partnership Showcase GTE Corporation Program United Negro College Fund (UNCF) Summer Science Program Steps In the planning stage, employees from the GTE Laboratory facility in Waltham, Massachusetts, visited many UNCF schools to talk with faculty, students, and administrators to access input about how science and math education could be improved. Determined goal: Encourage and support students to become and stay more involved in math and science fields. Since 1991, GTE annually solicits math/science project proposals (from UNCF faculty) that can be researched at the GTE Laboratories just outside Boston. Five proposals are accepted annually from faculty of five different UNCF colleges together with five college sophomores and juniors. All expenses, including room and board and a stipend, are paid by GTE. During June, students: work in teams under a senior scientist at GTE Labs on special research projects; meet and have seminars with major scientists in their fields; are taught to write and present technical papers; are mentored and counseled about how to put their education to use in the public or private sectors (includes writing resumes, taking interviews); and are introduced to the major universities in the Boston area, as well as sports, cultural, and recreational events. Ongoing program refinement based on excellent results: All 130 participating students have graduated from or are about to graduate from college. Their plans include further graduate work or work in the professions (teaching, math, physics, etc.). Resources Allocated Financial Corporate staff Mentor scientists U.S. Army Program Volunteer Program Steps Organized a formal "Agency Goes Back to School Week/Day." Had agency head at school to launch the program. Met with school partners to determine needs and available resources, and established ground rules about what the Army could/could not do. Developed an action plan or memorandum of understanding. Ran recommendations by leadership for approval. Put commitment in writing. Gave mandatory briefing for Army staff. Oriented and trained Army volunteers. Principals attended meetings and shared information about school, staff, and students. Provided volunteers with "do's and don'ts" regarding behavior with students. Divided volunteer corps throughout school. Each teacher assigned two volunteers who act as mentors, teaching assistants, and role models. Developed calendar or planning guide so teachers and students know when volunteers would be at school and what school activities needed volunteers. Two Army volunteers are at school every day. Process set up to cover absenteeism. Same volunteers stayed with class so students received consistent volunteer support. Sponsored additional volunteer activities with students outside school (e.g., field trips). Recruited support of business to supply food/beverages for special events. Ongoing monitoring of program through "spot checks." Resources Allocated Volunteers Army facilities for events Computers Pizza Hut, Inc. Program BOOK IT! National Reading Incentive Program Steps 1984 Developed program with educators/librarians. Performed cost/benefit analysis. 1985 Tested program in partnership with the Kansas State Department of Education. "Sold" program to franchisees. Created budget for national rollout. Hired staff. Set up technology support (including database). Set up BOOK IT! Advisory Council (meets semiannually). Prepared marketing plan. Hired outside public relations firm for first 10 years. Maintained teacher input. Developed optional themes and incentives. Redesigned program materials. Encouraged teachers/managers to enhance basic program. Addressed problems. Developed new enrollment strategies. Conduct ongoing evaluation and revise accordingly. Extended commitment to youth literacy through numerous sponsorships and projects. Resources Allocated Company/franchise funding Individual restaurants/delivery and carryout units $25 million per year Staffing (director, supervisor of operations, five full-time service representatives) Seven computers/mainframe Standard office equipment 16-member Advisory Council Public relations (first 10 years of program) Web site United Airlines Program Believers Program (one component of United's expanding network of volunteer employee mentor efforts) Steps Led foundation and corporate philanthropy through a four-month strategic planning process (1994) that included major input from employees. Realigned with corporate strategic plan to establish credibility with senior management, and recruit their commitment and support to efforts. Identified major areas of focus: education for pre-college youth (junior and senior high schools) and building community partnerships. For example, United adopted a class of 45 Chicago inner-city fifth graders in 1995 to see them through high school graduation. Each child would be provided with: one-on-one employee mentoring; afterschool academic programming; and last dollar tuition support at any Illinois state college. Sponsored kick-off events and monthly activities for students and mentors including Believers mentoring preschoolers, UIC Research Project, Believers Choir, Male/Female Responsibility workshops, Adopt-a-Grandparent Program, and orientation and training for mentors and school staff. Ensure targets are being met by: realigning its efforts with those of communities involved; integrating its efforts with its existing internal and external projects (connecting employees as representatives of United outside of airports); ensuring that its volunteer efforts are both national and global; aligning its activities to link volunteer activities with United's overall corporate culture of teamwork and employee involvement; and aligning its efforts internally with promotions and advertising to inform customers about United's community efforts. Resources Allocated $1 million over 10 years for the Believers Program ($75,000 annual budget) Mentors/training of employee mentors Director of civic affairs is board vice president of the I Have a Dream Foundation (Chicago) Mentor Advisory Council Researcher and consultants; child psychologists Technology support (Internet, intranet) Project coordinator (contractual) Three Americorps volunteers Coordinator for volunteer programs for United Purchase of external programs for employee education Use of media (internal newspapers and annual reports; external awareness created through on-board airplane video program) School Specialty, Inc. Program Member, Alliance of Education Steps Affiliated with local Chamber of Commerce (School Specialty is a small company focused on collaboration to achieve goals and share responsibilities). Sponsored a national expert to work within the community on setting educational standards. A consultant brought stakeholders together to make decisions and helped the community frame a strategy for continuing education. Participates in READ*WRITE*NOW, America Goes Back to School events, Principal for a Day, Junior Achievement, partnerships with schools, etc. Established internal policies and practices to support family and employee involvement in education; developed a 24-hour paid-leave benefit that applies to all employees (with or without children). Developed procedures related to activity forms to monitor volunteerism. Resources Allocated $15,000 for consultant services 24-hour paid-leave benefit converts to 20,000 volunteer hours at a cost of $200,000 to the company Gift-matching program to equal associate's donation to a school of up to $1,000 Product-matching program at a discount rate of wholesale plus 1 percent to associates' classroom teachers or school Mattel Foundation Program Hand in Hand: Parents-Schools-Communities United for Kids Steps 1992 Community assessment in Los Angeles (corporate headquarters) reveals low-income families report desire to have access to computers, but communities have few technology resources; school labs are accessible only to limited number of children. 1993 Committed an initial $1 million to fund five Family Learning Centers in low-income neighborhoods in Los Angeles to encourage family participation in computer learning labs. 1995 Reevaluated existing grants programs and status of family and community involvement in education across the nation. Findings: school restructuring initiatives are having difficulty increasing the level of parent and community participation in schools generally as well as on advisory councils, and general public lacks information about ways both parents and nonparents can get involved in schools. Commissioned a national study that identifies two unmet needs concerning: opportunities for adults to share their life and career experiences and skills with schools; and employers' provisions regarding work flexibility to enable parents to visit schools during the day. Mattel, Inc. responded by implementing a new employee policy that provides 16 hours annual paid leave for educational involvement. The Foundation expanded its Family Learning Center grant program nationwide to all its previously funded elementary schools that want to transform traditional computer labs into family-accessible centers with extended hours. Hand in Hand: Parents-Schools-Communities United for Kids, a multimillion dollar national awareness campaign (held during an annual Take Our Parents to School Week), was launched to broaden public awareness of what is working in education across the nation. Hand in Hand was headquartered at the Institute for Educational Leadership (IEL). A National Advisory Committee and National Coalition were established; they include a broad range of business, community, education, parent, and student stakeholders. Launched a national media campaign in several languages that high- lighted effective programs in eight cities (Birmingham, Alabama; Chicago; Los Angeles; New York; Philadelphia; Portland, Oregon; San Antonio, Texas; and Tampa, Florida). Campaign components included public service announcements, an 800 phone line (800-953-HAND) and a Web site (www.handinhand.org) for access to brochures, reports, and links to promising programs. Mattel joined the nationwide Partnership for Family Involvement in Education; its foundation manager currently serves on the Partnership's Employers for Learning Steering Committee and National Steering Group. Resources Allocated Employee volunteer program participation in local events Toy donations as prizes and awards to local school-community collaboratives Paid release time for both nonparent and parent volunteers Hosted nationwide meetings

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